The Meaning of Humanics Seth Arsenian, Ph. D., Distinguished Springfield Professor of Humanics January, 1967
A. The two parts of Humanics 1. The Suffix - There are two suffixes in the English language denoting science or art: a. logy, from the Greek, logos, meaning knowledge of or discourse about, as in psychology, sociology, biology, archaeology, and so forth. b. ics - from Latin ica, although used in its Greek plural form ics, as in therapeutics, gymnastics, politics, ethics, aesthetics, and so forth. In general it seems that, in harmony with the Roman inclination, as contrasted with the Greek, the ics disciplines are oriented more toward the concrete or applicatory rather than the more abstract or theoretical aspects of any art or science.
This practical orientation is true of the word Humanics. As I understand it, it is more:
a. Functionalist than essentialist or structuralist. It asks the question - what is it for?, or what does it do?, rather than what is it?, or what is it made of?
b. Empiricist and pragmatic than philosophical. It wants to put to test what is proposed, it is interested in its utility value, rather than in its historical origin or its philosophical contemplation. It follows the Jamesian dictum: You shall judge things by their fruits rather than by their roots.
c. "Applied" - rather than "pure". If a legitimate distinction can be made between ''pure" and "applied" science, then Humanics is at the "applied" end of that dimension.
Let us hasten to explain that the concern with the applied is not exclusive. It is not technological as opposed to scientific or educational. It does not eschew the historical or the theoretical, but it demands that the practical significance of what is said be demonstrated. Again, along with William James, it insists that the value of ideas must be tested by their consequences in action.
It should be remembered that Springfield College started in 1885 as "the school for Christian Workers," and until the First World War its primary task was to train YMCA Secretaries. But even after the World War I, when its graduates headed toward the schools and agencies outside of the YMCA, its curriculum remained strongly vocational, albeit interlarded with academic courses. Springfield College started as a "different" College from the liberal arts colleges that studded both sides of the Connecticut River. Its justification for being, was that it was different, not duplicative. Its orientation has been practical and pragmatic. It is interested in both art and science - not for the sake of art or science, but for the sake of Man, for making Man more human and humane. And now let us examine the first portion of the word Humanics. 2. The root "Human" - The word Humanics is rare; it does not have current usage, you do not find it in most dictionaries. In 1860, D. Appleton and Company published a book by this title. The book was written by T. Wharton Collins, Esquire, who was professor of political philosophy at the University of Louisiana. He defined Humanics as "the science of Man," whose purpose it was: "to study Man in the aggregate, and in every particular, as a distinct or pivotal subject of knowledge. " (10-10) It is doubtful if this book was seen (there is no mention of it in Doggett's book) by either President Doggett or Professor Burr who coined the word in 1905 to describe the unique curriculum of the College centering on "the study of Man in his wholeness," and according to Doggett, this was "the College's great adventure in higher education." (11-94) Rare in usage though the word Humanics is, its meaning is clear to some of us who have lived with it on this campus for a good many years. In another paper in 1959, I spelled out the concept of Humanics as representing the harmonization of the three great ideas undergirding the Western Civilization, namely, the Greek humanism, the Hebrew-Christian tradition, and the scientific orientation. (1) I will not repeat myself in this paper. Rather, I shall list and discuss some specific issues, attitudes and understandings which, emanating from the Humanics philosophy, are woven into the fabric of what we call Springfield College.*
_____________________________ *Another, a more formal, definition of Humanics is to be found in the Report of Long Range Planning (committee II-1. 1963. B. The Components of Humanics
1. Human - Centered - Man - the whole man in his relationships - constitutes the center and sanction of the Humanics philosophy and of the educational curriculum embodying that philosophy. The interest is centered on man and the improvement of his life here and now. In this sense Humanics is allied with Humanism, which, beginning in the 16th Century placed its emphasis on life now rather than as preparation for the assumed next world. Furthermore, the concept of man, as illustrated by the four subject areas constituting in Doggett's day the Humanics curriculum, namely, psychology, sociology, biology, and religious education, (14) was widely based, unique, and humanistic, and not segmental, narrow-gauged, and mere quantitative augmentation of the animal.
2. Knowledge for Man's Welfare - Knowledge, science, art, like the sabbath, were made by and for man, and not the other way around. In other words, science, art or knowledge were to serve man and his becoming. In his classic "Knowledge for what?" this point of view is ably discussed by the sociologist, Lynd, (18). It is also emphatically stated in the inaugural address of President Gilman at the Johns Hopkins University in 1876. Said President Gilman: "The opening of a university means a wish for less misery among the poor, less ignorance in the schools, less bigotry in the temple, less suffering in the hospital, less fraud in business, more security in property, more health in cities, more virtue in the country, more wisdom in legislation, more intelligence, more happiness, more religion." (5)
It is, I am sure, no mere coincidence that Wilbert E. Locklin, presiding over the affairs of Springfield College today comes from Johns Hopkins University. 3. Service Motivation - Throughout the history of this College there has been one unfaltering emphasis on service. Unfortunately, this word in its current commercial usage has become one of easy virtue. To Dr. Doggett, the man who for forty years was the President of this College, virtue and morality represented the goal of education. To him, as well as to Gulick, McCurdy, Burr, and Seerley, the service to one's fellowman was the ultimate moral ideal put to practice. I know that some heated debates have been held on this issue on this campus, but I believe that what is often called "the Springfield Spirit" centers largely on this motivation which has deep religious foundations. It is one of the pillars of the Humanics philosophy and it is too precious ever to be lost.
4. Integration - The College's emphasis on man as a wholistic person and on his conscious motivation for service to his fellowman militate against tendencies, more characteristic perhaps of some liberal arts colleges than of Springfield, to fragment and compartmentalize knowledge in separate disciplines. Insistence on such compartmentalization and disciplinary purity defy man's unity as well as the reality of the social situation. As argued by the Honorable Elliot L Richardson in his Commencement address last June, social needs today, whether in rehabilitation, prevention of crime and juvenile delinquency or the improvement of living in the modern urban community, call for the services of men who are not too much or too narrowly specialized in circumscribed disciplines, but men who bring with them an integrated knowledge from the behavioral sciences and are steeped in a Humanics philosophy of education. There is another sense of integration which is also in the particular genius of this College's philosophy, namely, the integration of the theoretical with the practical, so that the student's participation in the educative process is not only by his head, but also by his heart and hand, namely by the whole person.
5. Emphasis on Assets - In this same Humanics philosophy, there has always existed a genuine faith in man and his becoming. The emphasis has always been on man's assets and his potentialities rather than on his deficiencies and shortcomings. Some people have said that our standards are not high or rigid enough. They have perhaps failed to see the human considerations taking precedence over the application of impersonal rules. I can cite from my personal experience on this campus, many an alumnus, who could have been dismissed if impersonal rules had been applied, but who with faculty assistance and forbearance surmounted these difficulties and went forward as a loyal Springfieldian dedicated to the service of his fellowman. Let me add also that this College has never been a rich man's college. Our students, in the past more than now, have come from humble, even low, socioeconomic backgrounds. Many have worked their way through college. While this fact, together with the fact also that our alumni have worked primarily in ill-paid human service occupations, made it difficult to secure large alumni donations, it nevertheless has illustrated the College's faith in man rather than in his circumstances. I believe the early interest of the College in physical and psychological rehabilitation, in the foreign or the immigrant student, is again the logical consequence of its faith in man and of its democratic spirit.
6. Town and Gown - This College has always been a "town" rather than a "gown" college. It has never been an academe for the peripatetic professors or an oasis for those seeking the quiet and the safety of the academic gown and the grove. The educative process on this campus has never been confined to the classroom alone. The extra-curriculum, which we more appropriately call the co-curriculum, has always held a legitimate place in our educational program. And even beyond this, from its very beginning, the college has insisted on some form or other of field experience within the community - our own or other communities in the United States and abroad. Whether as part of the educational preparation of its students, or the kind of faculty it has gathered, there has been an immersion of the College in the local or the larger human community; while the membership of the faculty in some liberal arts colleges is primarily in the scholastic associations, ours, in addition to scholarly affiliations, is in the YMCA, Boys Clubs, Settlement Houses, Job Corps, Vista, Peace Corps, or many other private and public organizations ministering to human need in this and many other countries.
7. The International Outreach - Since the beginning of the century, the College has welcomed to its campus students from foreign lands. Many of its early graduates went into overseas YMCA work as well as in other community, youth service and educational undertakings. The College's alumni, whether foreign or native-born, now serve in some 58 countries, many of them in positions of critical and outstanding leadership. The College's faculty has also had an international membership. The color and composition of this international character has always made the Springfield campus a miniature world and an extraordinary living experience. The Doggetts, both Mr. and Mrs., have had a genuine interest in international education. Under Dr. Kidess' direction, the present International Center is engaged in a wide variety of activities in bringing foreign students to our campus, and in sending our own students and faculty for foreign study and service throughout the world.
8. Concern for Freedom - President Doggett illustrated this concern more steadfastly and even dramatically than perhaps anyone else. And because of the long period of his Presidency, this concern became woven into the traditional stance of the College. Doggett believed that the teacher was a truth seeker and he had the right to speak truth as he saw it. Despite the severe criticism of some YMCA leaders and other conservative religious dignitaries in this community and elsewhere, and in one case, at the cost of an anticipated large financial contribution to the College's endowment fund, he stood by Dr. Ballantine who interpreted the Bible more liberally than most in his day, and retained him on the faculty. The very next year after his assumption of the Presidency of the College in 1896, seventy-one years ago, he organized the first Student Council and turned over to the students a very large measure of responsibility for conducting the social, religious, and extra class educational life of the campus. (21)
9. Respect for students - As one looks over the pictures of the students in the early years of the College, one cannot escape noticing that these students looked a good bit older, and perhaps more matured than the students of today. A good many of them wore mustaches and beards, and of course, girls were nowhere to be seen! Partly because of the greater age and maturity of students, in part because of the small size of the student body, and the general vocational orientation of the College as a whole, but I believe, basically because of a profound respect for human dignity, the characteristic relationship between faculty and student on this campus has been an "I-thou" relationship. The communication channels have been open; there has been a mutual respect for each other. And when on occasion these have been absent, the College has suffered. In fact, that characteristic "Hi" on our campus, absent on many other campuses, denotes a quality of human relationship between faculty and student, trustee and corporator, administrator and office worker - the entire campus community - which is warm, caring sensitive of human need, respectful of human dignity irrespective of age, sex, station, name, descent, and religious or racial background.
10. Student values and their changes - In 1942, at the William James Centenary Convention of the American Psychological Association in Boston, I presented a paper on "Change in Evaluative Attitudes during four years of College." (4) In that paper, I showed that the philosophical orientation of a college (Springfield) acts as a selective criterion in the admission and retention of students. (For three successive years in 1938, 1939 and 1940 our entering Freshmen, tested on the Allport-Vernon Study of Values, showed consistently the same order of dominance of values: religious, political, social, theoretical, economic and aesthetic). Furthermore, during the four years of college, the value pattern of the students changed toward greater humanization and social service orientation. This paper, later published in the Journal of Applied Psychology was picked up by Philip E. Jacob who in his national study of Changing Values in College in 1957, concluded that by and large, and irrespective of curriculum or excellence in teaching, the American college student did not experience significant changes of his value pattern from Freshman to his Senior year, except in a few colleges with, what he called, "peculiar potency," which because of their intellectual cultural and moral "climate" influenced student values in certain directions. Let us quote Jacob: "At Springfield College, students' love of people and altruism (the social value on the Allport-Vernon Study of Values) increased during their stay so that this became the pre-eminent value for seniors. Such a result is unique among the institutions for which this type of data is available. As freshmen, these students did not start with any greater than average degree of social sensitivity. What happened to their values can hardly be accounted for apart from their particular college experience"* (16-111) It is apparent that Springfield College has never been, and I hope it never will be, a uni-dimensional college interested only in the mental development of its students. Its Humanics philosophy calls for the development of the total person as an integrated unity. Let us examine this more closely. *After the publication of the Jacob book, many people wrote to me inquiring if the same outcome of Springfield experience continued. I undertook another four-year study, the results of which will be presented to the faculty next year. C. The Emblem 1. The Triangle - The emblem of this College shows a beacon of light enclosed in an inverted equilateral triangle with the words: spirit, mind, body, on each side, and surrounded by a circle.
The beacon of light is the traditional symbol of knowledge. Knowledge dispels the darkness of ignorance and makes you free. But what of the triangle? This was the work of Luther Halsey Gulick, the Honolulu-born son of medical missionary parents, who studied at Oberlin College (Doggett's Alma Mater), later received a medical degree at New York University, but having decided (possibly because of uncertain health in his boyhood) to devote his life to physical education, "studied at the Sargent School in Cambridge, Massachusetts - which then was one of the only two schools for physical education in the country, " (22) and became the physical director in the School for Christian Workers in Springfield, Massachusetts, in 1887. Gulick's triangle was later, after considerable debate and discussion adopted in 1891 by the YMCA as its emblem and is well-known all around the world wherever there are YMCA or YWCA activities.
Gulick explained the triangle this way in a paper he presented to the 28th International Convention of the YMCA's in Philadelphia in May, 1889: "There is another and very different view that must be taken of this subject which is involved in the fact that man is a unit. His capacities are very much greater than simply the sum of those of the body alone, plus those of the mind alone, plus those of the soul by itself. That is, each one gives to the others not only all that it has itself, but also enables the others to be and to do far more than they could alone. Man might be called the product of the three, rather than their sum." (13) This is a remarkable statement, keeping in mind the fact that Gestalt psychology announcing its major tenet, namely, that the whole is larger than the summation of its parts, did not take shape until 1912. Let us look on the triangle and the circle once more in terms of modern psychology, since this is my field of preparation.
Viktor Frankl, the contemporary Viennese existentialist - Psychiatrist says: "Man lives in three dimensions - the somatic, the mental and the spiritual. " (12) Professor Bratton, who on the occasion of the 75th Anniversary of the College's founding wrote on "Springfield's seventy-five year Heritage" used the words "head, heart and hand" as representing the triangle. (7) Without disagreeing with Fred Bratton's excellent statement of the heritage, I would like to use three other words and analyze them from a psychological point of view. The three words are: cognition, character and constitution.
a. Cognition - This refers to knowledge, fact, skill, and competence. It is estimated that from 1900 to 1950, we doubled the knowledge that mankind had accumulated during all the preceding centuries. From 1950 to 1960, we doubled this accumulation once more, and if the modern prophets are correct in their predictions, this doubling will occur once in every decade in the foreseeable future. This accelerated rate of increase in knowledge alone is sufficient to account for the cataclysmic and revolutionary changes in our society today. It goes without saying that one of the major responsibilities of this, and of any other, College is to help young men and women keep in touch with this accumulating body of knowledge, learn skills and competence in its use, and take part, perhaps through research, in the increased, systematization or retrieval of knowledge.
The criteria for the evaluation of the extent, or excellence in the understanding and use of knowledge may be and usually are external and relatively objective. We can and do use tests, grades, or other mensurational methods to examine and inform the student of his level of achievement and skill and compare with others in his class, school, or community at large. Through some of the modern methods of teaching, like programming, the use of visual and auditory devices, etc., the learning of subject matter and skill may be made more efficient and effective. With newer methods of teaching, it may be possible to begin the school educational process earlier than age six, use more efficient methods of learning, and unload a good deal of irrelevant academic baggage that, because of age or vested interest persists in the curriculum from the elementary school to the university.
Cognition, is, and must be, one aspect of the student's development at Springfield College.
b. Character - By this old and honorable word, I refer to habits, attitudes, values, intentions and goals; to the quality and context of intra and interpersonal communications, and to the development of identity and selfhood. In a recent book called THE UNCOMMITTED, Kenneth Keniston starts his first chapter with the following words: "Our age inspires scant enthusiasm. In the industrial West, and increasingly now in the uncommitted nations, ardor is lacking, instead men talk of their growing distance from each other, from their social order, from their work and play, and from the values and heroes which in a perhaps romanticized past seem to have given order, meaning, and coherence to their lives." (17-3) And the subjects of Keniston's study are some very bright, young men in one of the most selective colleges in the country. Keniston describes with almost cruel objectivity the alienation from themselves and from their culture, and rejection of both, by these bright, young men who despite their honesty of search have failed to find a worthy purpose in life for identification and for wholehearted commitment.
Maslow told us some time ago (19) that serious as the problems of psychoses and neuroses are in our day, the more serious and menacing problem is the valuelessness of large numbers of people adrift in our society today. I still have in my possession in Doggett's handwriting a plea to Springfield students: "Find out the problem of your generation, and with God's guidance help solve it."
There is general agreement among religious leaders, psychologists and other concerned scientists that commitment to a meaningful purpose or goal in life re-centers life, gives it coherence, vigor, and direction. And there is general agreement also that knowledge alone is not sufficient to bring this about. Somehow the affective and conative aspects of the human mind must converge with the cognitive. But the conditions for this convergence remain yet largely unknown. Thanks to psychological studies in the last forty years (see especially the works of Hartshorne and May) (15), we know that preachment and admonition or even the faultless memory of the Ten Commandments do not guarantee ethical behavior. We know that the ordinary methods of teaching, whether in the Sunday School or the College classes are not sufficient antidotes to rejection, cruelty, hostility, dishonesty, or even crime, let alone the development of enthusiastic commitment to love, charity, and compassion towards the fellowman. The methods or conditions for the development of character and commitment now being recommended by psychologists and educational theorists are: clarification, confrontation, self-examination in an unthreatened atmosphere, unconditional love, the teacher or therapist being himself a genuine person, and so forth. The effective methods seem to be not so much teaching in the old didactic sense, but the creation of an atmosphere of expectancy, or climate of acceptance, an undefensive joint search for values that matter. In the character aspect of human development, the criteria of evaluation are predominantly internal, not external. The tests, and examinations, and grades are irrelevant. New and different methods of assessment, or rather, self-assessment of progress or attainment should be devised. In the wholistic philosophy of Springfield College, character development has been and must continue to be, as the spirit lateral of the triangle indicates, a necessary part of its educational program. Indeed, it would seem to me that Springfield, because of its heritage, has a special obligation and opportunity to study and perhaps to devise through research, those conditions and methods which are effective in value formulation, reorganization, and commitment. No greater service can this institution render to its students and its society. Doggett's "great adventure in higher education" had, it seems to me, this same connotation.
c. Constitution - This word was suggested to me by Dr. Marlene Adrian. At first, I rejected it as too narrow to encompass the ideas I had regarding the body lateral of the triangle. I have considered other words, but I have found no satisfactory substitute. I will, however, re-define and enlarge the meaning of "Constitution." To start with, I want to say that the words "body" or "physical" have in the western culture an altogether unnecessary, and in fact damaging, devaluative connotation. It is said that in the Third Century A. D. the pagan philosopher, Plotinus, who resuscitated Plato and exercised tremendous influence on St. Augustine (and this latter on Christian philosophy for over a thousand years), "blushed because he had a body." (20) This denigration of the body, which originated in the oriental asceticism, and was later superimposed on the Greek ideal coming from the Golden Age in Athens, has created mischief in the Western thought for two thousand years and we have by no means buried it entirely. Even today, the word "physical" carries with it an unconscious apology. It is to the credit of Springfield College that it made physical education a part of the collegiate curriculum and led the way even to the doctorate in this professional field (Gulick and later McCurdy played a major role in the professionalization of physical education). However, we still need to revive and re-establish in our minds, and in the minds of the general public, the unconditional values of beauty, harmony, graceful movement, strength, endurance, explosive power of the human body. There is no shame, no apology, for the development of a healthy, beautiful, strong and efficient body. Sir C. M. Bowra in his The Greek Experience speaks of Achilles, as the authentic hero of Greece who, "is not only the strongest and swiftest of warriors but the most beautiful man, who completes his other excellences by eloquence, courtesy, generosity and counsel." (8)
Secondly, the body or constitution idea has suffered from a limited concept of a bio- physiologically oriented motivational theory. The primary motivation has been seen as a lack of chemical elements in the tissue or release from accumulated tissue tension. This concept, both in Freudian psychoanalysis as well as in behavioristic psychology has tended to tether human personality to its biological past and its deficiency needs, rather than visualize it in terms of its activity, exploration, mastery or growth needs. The latter view, now strongly developing among organismic wholistic psychologists and personologists, such as Murray, Maslow, Goldstein, Allport, Rogers, Berlyne and others pictures human original endowment as much richer and multiform. (6) In this theory, activity, exercise, exploration, curiosity, and especially play and recreation, are no longer secondary or adjunct, but primary and dominant motivations. (25) Here the physical can hardly be disengaged from psychological, and separate evaluations evanesce into thin air.
If we therefore understand constitution in terms of this wider endowment and potentiality and divest it from any theological denigration, we can see the full legitimacy of the third lateral of the triangle. In fact, there is every reason to make it the first, for without the organic health or wholeness the full development of mind and spirit become unrealistic and fictional.
2. The Circle - In the minds of many, the triangle is only detail, or logical adumbration, which while it elucidates, may also, unless interpreted correctly as its inventor intended (see Gulick's earlier citation) distort the true reality of wholeness represented by the circle. Human personality is wholistic in its origin, development, and final attainment. It is unprecedented, unrepeatable and unique for each person. The goal of education then is to create the kind of conditions and climate where each organism develops into a person, each person actualizes as fully as possible the potential that is within him and relates himself in some, to him, meaningful way to his society in service orientation. And we hardly know the limits of human potentiality. But there is every indication that these limits defy imagination, and that we are merely at the beginning in our capacity to systematically develop and actualize them.
As parents, teachers, and educators, we are cultivators, husbandmen, and tenders of human growth. Robert W. White describes it neatly in the final paragraph of his recent book -- LIVES IN PROGRESS: "The nurturing of growth requires the patience of the gardener rather than the hasty intervention of the mechanic. It requires waiting for impulse to declare itself, for interest to appear, for initiative to come forth. It calls for a tolerant attitude toward individuality, respect for the unique pattern that unfolds in every case. It demands confidence, that in the long run, individuality will be an asset, not a handicap, and that it will lead both to a happier life and to a better world than if the goal had been set at conformity, pleasantness, marketability, or a pattern that is merely the empty logical opposite of mental and emotional disorder. When the fast technological march of our civilization is encouraging us all to think like mechanics, it is particularly important to preserve where it is still needed the long patience of the husbandman." (25-410) D. Two Final Comments Will you please permit me to make two final comments before I terminate this paper.
1. Irrespective of our title, rank, position in teaching or administration, departmental or divisional affiliation, our common task is ministering to the optimum and the total development of each student who is in our class or comes in contact with us in extra-class relationships. Each one of us will act in terms of his own lights, capacities, and inclinations; we cannot all be alike, we are unique personalities ourselves. Some of us will be more tender-minded, others more hard-headed; some of us will pay more attention in our teaching to facts and skill, others to attitudes and values; some of us by training are specialists in one area, others in other areas. But in addition to being specialists, I hope, we can see ourselves also as generalists, as people with a common faith in man and his becoming, as educators within an inclusive educational philosophy of Humanics - not as the only philosophy of education, but one on which we take our stand or can identify with. (23)
There are many more things that unite us than separate us. Let us minimize and eliminate those things which isolate or separate us, let us maximize those things which unite and bring us together.
2. As the Distinguished Springfield Professor of Humanics, I have presented my interpretation of the Humanics philosophy. I make no claim that this is the only correct interpretation - far from it. My purpose in presenting this interpretation is to stimulate thinking, encourage communication, and invite discussion to produce an even better interpretation than the one I have given. The meaning of Humanics cannot stay static, it must change as we learn more of the nature and potentialities of man and society. I believe that in the Humanics heritage of this College there is a worthy concept of education, a deliberate object of identification, and a challenging idea to be tested out in action. The concept should be constantly revived, revised, or re-created as it becomes necessary. In the final analysis, Humanics is what the trustees, incorporators, administration, faculty, and students of Springfield College make it to be. BIBLIOGRAPHY
1. Arsenian, Seth,
THE CONCEPT OF HUMANICS AT SPRINGFIELD COLLEGE. Paper presented to the faculty of Springfield College January, 1959
2. Arsenian, Seth,
GRADUATE EDUCATION AT SPRINGFIELD COLLEGE, Springfield College Bulletin, February, 1962
3. Arsenian, Seth,
Science and Humanics, in Springfield College studies, January, 1966
4. Arsenian, Seth,
Change. in Evaluative Attitudes During Four Years of College, Journal of Applied Psychology, 1943
5. Berelson, Bernard,
Graduate Education in the United States, McGraw-Hill, New York, 1960.
6. Berlyne, David, E.,
Curiosity and Exploration, Science, July, 1966.
7. Bratton, Fred C.,
Springfield's 75 Year Heritage, Springfield College Bulletin, November, 1960.
8. Bowra, C.M.,
The Greek Experience, World Publishing Co. Cleveland, Ohio, 1958.
9. Cassidy, Rosalind,
The Cultural Definition of Physical Education, Quest, April, 1965
10. Collins, T. Wharton,
Humanics, D, Appleton & Company, N .Y., 1960
11. Doggett, Lawrence L.,
Man and A School, Association Press, N .Y., 1943.
12. Frankl, Viktor, E.,
The Doctor and the Soul, Knopf, New York, 1960.
13. Gulick, Luther H.,
Paper presented before the 28th International Convention of YMCA, Philadelphia, May, 1889.
14. Hall, Lawrence K.
Doggett of Springfield, Springfield College, Springfield, Massachusetts, 1964.
15. Hartshorne, H.,
___May, M.A.,
Volumes I, II, and III. Reports of the Character Education Inquiry. MacMillan, New York, 1930.
16. Jacob, Philip,
Changing Values in College, Harper t Brothers, New York, 1957.
17. Keniston, Kenneth,
The Uncommitted, Harcourt, Brace & World, Inc. New York, 1960.
18. Lynd, Robert S.,
Knowledge for What? Princeton University Press, Princeton, New Jersey, 1946.
19. Maslow, A.H.,
Toward a Psychology of Being, Van Nostrand Company, New York, 1961.
20. McIntosh, Peter C.,
Means and Ends in a State of Leisure Quest, April, 1965.
21. Merriam, Thornton, W.,
In Quest of the Sprinqfield Spirit, Stepping-Up Day, 1960.
22.
National Council Bulletin, YMCA, August-September, 1964.
23. O'Connor, John J.,
A Case for the Bachelor of Humanics, Springfield College Bulletin, May, 1965.
24. Van Dalen, D.B., et al.,
A World History of Physical Education, Prentice-Hall, Inc. New York, 1953.
25. White, Robert W.,
Lives in Progress, 2nd Ed., Holt, Rinehart and Winston, New York, 1966

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The Meaning of Humanics Seth Arsenian, Ph. D., Distinguished Springfield Professor of Humanics January, 1967
A. The two parts of Humanics 1. The Suffix - There are two suffixes in the English language denoting science or art: a. logy, from the Greek, logos, meaning knowledge of or discourse about, as in psychology, sociology, biology, archaeology, and so forth. b. ics - from Latin ica, although used in its Greek plural form ics, as in therapeutics, gymnastics, politics, ethics, aesthetics, and so forth. In general it seems that, in harmony with the Roman inclination, as contrasted with the Greek, the ics disciplines are oriented more toward the concrete or applicatory rather than the more abstract or theoretical aspects of any art or science.
This practical orientation is true of the word Humanics. As I understand it, it is more:
a. Functionalist than essentialist or structuralist. It asks the question - what is it for?, or what does it do?, rather than what is it?, or what is it made of?
b. Empiricist and pragmatic than philosophical. It wants to put to test what is proposed, it is interested in its utility value, rather than in its historical origin or its philosophical contemplation. It follows the Jamesian dictum: You shall judge things by their fruits rather than by their roots.
c. "Applied" - rather than "pure". If a legitimate distinction can be made between ''pure" and "applied" science, then Humanics is at the "applied" end of that dimension.
Let us hasten to explain that the concern with the applied is not exclusive. It is not technological as opposed to scientific or educational. It does not eschew the historical or the theoretical, but it demands that the practical significance of what is said be demonstrated. Again, along with William James, it insists that the value of ideas must be tested by their consequences in action.
It should be remembered that Springfield College started in 1885 as "the school for Christian Workers," and until the First World War its primary task was to train YMCA Secretaries. But even after the World War I, when its graduates headed toward the schools and agencies outside of the YMCA, its curriculum remained strongly vocational, albeit interlarded with academic courses. Springfield College started as a "different" College from the liberal arts colleges that studded both sides of the Connecticut River. Its justification for being, was that it was different, not duplicative. Its orientation has been practical and pragmatic. It is interested in both art and science - not for the sake of art or science, but for the sake of Man, for making Man more human and humane. And now let us examine the first portion of the word Humanics. 2. The root "Human" - The word Humanics is rare; it does not have current usage, you do not find it in most dictionaries. In 1860, D. Appleton and Company published a book by this title. The book was written by T. Wharton Collins, Esquire, who was professor of political philosophy at the University of Louisiana. He defined Humanics as "the science of Man," whose purpose it was: "to study Man in the aggregate, and in every particular, as a distinct or pivotal subject of knowledge. " (10-10) It is doubtful if this book was seen (there is no mention of it in Doggett's book) by either President Doggett or Professor Burr who coined the word in 1905 to describe the unique curriculum of the College centering on "the study of Man in his wholeness," and according to Doggett, this was "the College's great adventure in higher education." (11-94) Rare in usage though the word Humanics is, its meaning is clear to some of us who have lived with it on this campus for a good many years. In another paper in 1959, I spelled out the concept of Humanics as representing the harmonization of the three great ideas undergirding the Western Civilization, namely, the Greek humanism, the Hebrew-Christian tradition, and the scientific orientation. (1) I will not repeat myself in this paper. Rather, I shall list and discuss some specific issues, attitudes and understandings which, emanating from the Humanics philosophy, are woven into the fabric of what we call Springfield College.*
_____________________________ *Another, a more formal, definition of Humanics is to be found in the Report of Long Range Planning (committee II-1. 1963. B. The Components of Humanics
1. Human - Centered - Man - the whole man in his relationships - constitutes the center and sanction of the Humanics philosophy and of the educational curriculum embodying that philosophy. The interest is centered on man and the improvement of his life here and now. In this sense Humanics is allied with Humanism, which, beginning in the 16th Century placed its emphasis on life now rather than as preparation for the assumed next world. Furthermore, the concept of man, as illustrated by the four subject areas constituting in Doggett's day the Humanics curriculum, namely, psychology, sociology, biology, and religious education, (14) was widely based, unique, and humanistic, and not segmental, narrow-gauged, and mere quantitative augmentation of the animal.
2. Knowledge for Man's Welfare - Knowledge, science, art, like the sabbath, were made by and for man, and not the other way around. In other words, science, art or knowledge were to serve man and his becoming. In his classic "Knowledge for what?" this point of view is ably discussed by the sociologist, Lynd, (18). It is also emphatically stated in the inaugural address of President Gilman at the Johns Hopkins University in 1876. Said President Gilman: "The opening of a university means a wish for less misery among the poor, less ignorance in the schools, less bigotry in the temple, less suffering in the hospital, less fraud in business, more security in property, more health in cities, more virtue in the country, more wisdom in legislation, more intelligence, more happiness, more religion." (5)
It is, I am sure, no mere coincidence that Wilbert E. Locklin, presiding over the affairs of Springfield College today comes from Johns Hopkins University. 3. Service Motivation - Throughout the history of this College there has been one unfaltering emphasis on service. Unfortunately, this word in its current commercial usage has become one of easy virtue. To Dr. Doggett, the man who for forty years was the President of this College, virtue and morality represented the goal of education. To him, as well as to Gulick, McCurdy, Burr, and Seerley, the service to one's fellowman was the ultimate moral ideal put to practice. I know that some heated debates have been held on this issue on this campus, but I believe that what is often called "the Springfield Spirit" centers largely on this motivation which has deep religious foundations. It is one of the pillars of the Humanics philosophy and it is too precious ever to be lost.
4. Integration - The College's emphasis on man as a wholistic person and on his conscious motivation for service to his fellowman militate against tendencies, more characteristic perhaps of some liberal arts colleges than of Springfield, to fragment and compartmentalize knowledge in separate disciplines. Insistence on such compartmentalization and disciplinary purity defy man's unity as well as the reality of the social situation. As argued by the Honorable Elliot L Richardson in his Commencement address last June, social needs today, whether in rehabilitation, prevention of crime and juvenile delinquency or the improvement of living in the modern urban community, call for the services of men who are not too much or too narrowly specialized in circumscribed disciplines, but men who bring with them an integrated knowledge from the behavioral sciences and are steeped in a Humanics philosophy of education. There is another sense of integration which is also in the particular genius of this College's philosophy, namely, the integration of the theoretical with the practical, so that the student's participation in the educative process is not only by his head, but also by his heart and hand, namely by the whole person.
5. Emphasis on Assets - In this same Humanics philosophy, there has always existed a genuine faith in man and his becoming. The emphasis has always been on man's assets and his potentialities rather than on his deficiencies and shortcomings. Some people have said that our standards are not high or rigid enough. They have perhaps failed to see the human considerations taking precedence over the application of impersonal rules. I can cite from my personal experience on this campus, many an alumnus, who could have been dismissed if impersonal rules had been applied, but who with faculty assistance and forbearance surmounted these difficulties and went forward as a loyal Springfieldian dedicated to the service of his fellowman. Let me add also that this College has never been a rich man's college. Our students, in the past more than now, have come from humble, even low, socioeconomic backgrounds. Many have worked their way through college. While this fact, together with the fact also that our alumni have worked primarily in ill-paid human service occupations, made it difficult to secure large alumni donations, it nevertheless has illustrated the College's faith in man rather than in his circumstances. I believe the early interest of the College in physical and psychological rehabilitation, in the foreign or the immigrant student, is again the logical consequence of its faith in man and of its democratic spirit.
6. Town and Gown - This College has always been a "town" rather than a "gown" college. It has never been an academe for the peripatetic professors or an oasis for those seeking the quiet and the safety of the academic gown and the grove. The educative process on this campus has never been confined to the classroom alone. The extra-curriculum, which we more appropriately call the co-curriculum, has always held a legitimate place in our educational program. And even beyond this, from its very beginning, the college has insisted on some form or other of field experience within the community - our own or other communities in the United States and abroad. Whether as part of the educational preparation of its students, or the kind of faculty it has gathered, there has been an immersion of the College in the local or the larger human community; while the membership of the faculty in some liberal arts colleges is primarily in the scholastic associations, ours, in addition to scholarly affiliations, is in the YMCA, Boys Clubs, Settlement Houses, Job Corps, Vista, Peace Corps, or many other private and public organizations ministering to human need in this and many other countries.
7. The International Outreach - Since the beginning of the century, the College has welcomed to its campus students from foreign lands. Many of its early graduates went into overseas YMCA work as well as in other community, youth service and educational undertakings. The College's alumni, whether foreign or native-born, now serve in some 58 countries, many of them in positions of critical and outstanding leadership. The College's faculty has also had an international membership. The color and composition of this international character has always made the Springfield campus a miniature world and an extraordinary living experience. The Doggetts, both Mr. and Mrs., have had a genuine interest in international education. Under Dr. Kidess' direction, the present International Center is engaged in a wide variety of activities in bringing foreign students to our campus, and in sending our own students and faculty for foreign study and service throughout the world.
8. Concern for Freedom - President Doggett illustrated this concern more steadfastly and even dramatically than perhaps anyone else. And because of the long period of his Presidency, this concern became woven into the traditional stance of the College. Doggett believed that the teacher was a truth seeker and he had the right to speak truth as he saw it. Despite the severe criticism of some YMCA leaders and other conservative religious dignitaries in this community and elsewhere, and in one case, at the cost of an anticipated large financial contribution to the College's endowment fund, he stood by Dr. Ballantine who interpreted the Bible more liberally than most in his day, and retained him on the faculty. The very next year after his assumption of the Presidency of the College in 1896, seventy-one years ago, he organized the first Student Council and turned over to the students a very large measure of responsibility for conducting the social, religious, and extra class educational life of the campus. (21)
9. Respect for students - As one looks over the pictures of the students in the early years of the College, one cannot escape noticing that these students looked a good bit older, and perhaps more matured than the students of today. A good many of them wore mustaches and beards, and of course, girls were nowhere to be seen! Partly because of the greater age and maturity of students, in part because of the small size of the student body, and the general vocational orientation of the College as a whole, but I believe, basically because of a profound respect for human dignity, the characteristic relationship between faculty and student on this campus has been an "I-thou" relationship. The communication channels have been open; there has been a mutual respect for each other. And when on occasion these have been absent, the College has suffered. In fact, that characteristic "Hi" on our campus, absent on many other campuses, denotes a quality of human relationship between faculty and student, trustee and corporator, administrator and office worker - the entire campus community - which is warm, caring sensitive of human need, respectful of human dignity irrespective of age, sex, station, name, descent, and religious or racial background.
10. Student values and their changes - In 1942, at the William James Centenary Convention of the American Psychological Association in Boston, I presented a paper on "Change in Evaluative Attitudes during four years of College." (4) In that paper, I showed that the philosophical orientation of a college (Springfield) acts as a selective criterion in the admission and retention of students. (For three successive years in 1938, 1939 and 1940 our entering Freshmen, tested on the Allport-Vernon Study of Values, showed consistently the same order of dominance of values: religious, political, social, theoretical, economic and aesthetic). Furthermore, during the four years of college, the value pattern of the students changed toward greater humanization and social service orientation. This paper, later published in the Journal of Applied Psychology was picked up by Philip E. Jacob who in his national study of Changing Values in College in 1957, concluded that by and large, and irrespective of curriculum or excellence in teaching, the American college student did not experience significant changes of his value pattern from Freshman to his Senior year, except in a few colleges with, what he called, "peculiar potency," which because of their intellectual cultural and moral "climate" influenced student values in certain directions. Let us quote Jacob: "At Springfield College, students' love of people and altruism (the social value on the Allport-Vernon Study of Values) increased during their stay so that this became the pre-eminent value for seniors. Such a result is unique among the institutions for which this type of data is available. As freshmen, these students did not start with any greater than average degree of social sensitivity. What happened to their values can hardly be accounted for apart from their particular college experience"* (16-111) It is apparent that Springfield College has never been, and I hope it never will be, a uni-dimensional college interested only in the mental development of its students. Its Humanics philosophy calls for the development of the total person as an integrated unity. Let us examine this more closely. *After the publication of the Jacob book, many people wrote to me inquiring if the same outcome of Springfield experience continued. I undertook another four-year study, the results of which will be presented to the faculty next year. C. The Emblem 1. The Triangle - The emblem of this College shows a beacon of light enclosed in an inverted equilateral triangle with the words: spirit, mind, body, on each side, and surrounded by a circle.
The beacon of light is the traditional symbol of knowledge. Knowledge dispels the darkness of ignorance and makes you free. But what of the triangle? This was the work of Luther Halsey Gulick, the Honolulu-born son of medical missionary parents, who studied at Oberlin College (Doggett's Alma Mater), later received a medical degree at New York University, but having decided (possibly because of uncertain health in his boyhood) to devote his life to physical education, "studied at the Sargent School in Cambridge, Massachusetts - which then was one of the only two schools for physical education in the country, " (22) and became the physical director in the School for Christian Workers in Springfield, Massachusetts, in 1887. Gulick's triangle was later, after considerable debate and discussion adopted in 1891 by the YMCA as its emblem and is well-known all around the world wherever there are YMCA or YWCA activities.
Gulick explained the triangle this way in a paper he presented to the 28th International Convention of the YMCA's in Philadelphia in May, 1889: "There is another and very different view that must be taken of this subject which is involved in the fact that man is a unit. His capacities are very much greater than simply the sum of those of the body alone, plus those of the mind alone, plus those of the soul by itself. That is, each one gives to the others not only all that it has itself, but also enables the others to be and to do far more than they could alone. Man might be called the product of the three, rather than their sum." (13) This is a remarkable statement, keeping in mind the fact that Gestalt psychology announcing its major tenet, namely, that the whole is larger than the summation of its parts, did not take shape until 1912. Let us look on the triangle and the circle once more in terms of modern psychology, since this is my field of preparation.
Viktor Frankl, the contemporary Viennese existentialist - Psychiatrist says: "Man lives in three dimensions - the somatic, the mental and the spiritual. " (12) Professor Bratton, who on the occasion of the 75th Anniversary of the College's founding wrote on "Springfield's seventy-five year Heritage" used the words "head, heart and hand" as representing the triangle. (7) Without disagreeing with Fred Bratton's excellent statement of the heritage, I would like to use three other words and analyze them from a psychological point of view. The three words are: cognition, character and constitution.
a. Cognition - This refers to knowledge, fact, skill, and competence. It is estimated that from 1900 to 1950, we doubled the knowledge that mankind had accumulated during all the preceding centuries. From 1950 to 1960, we doubled this accumulation once more, and if the modern prophets are correct in their predictions, this doubling will occur once in every decade in the foreseeable future. This accelerated rate of increase in knowledge alone is sufficient to account for the cataclysmic and revolutionary changes in our society today. It goes without saying that one of the major responsibilities of this, and of any other, College is to help young men and women keep in touch with this accumulating body of knowledge, learn skills and competence in its use, and take part, perhaps through research, in the increased, systematization or retrieval of knowledge.
The criteria for the evaluation of the extent, or excellence in the understanding and use of knowledge may be and usually are external and relatively objective. We can and do use tests, grades, or other mensurational methods to examine and inform the student of his level of achievement and skill and compare with others in his class, school, or community at large. Through some of the modern methods of teaching, like programming, the use of visual and auditory devices, etc., the learning of subject matter and skill may be made more efficient and effective. With newer methods of teaching, it may be possible to begin the school educational process earlier than age six, use more efficient methods of learning, and unload a good deal of irrelevant academic baggage that, because of age or vested interest persists in the curriculum from the elementary school to the university.
Cognition, is, and must be, one aspect of the student's development at Springfield College.
b. Character - By this old and honorable word, I refer to habits, attitudes, values, intentions and goals; to the quality and context of intra and interpersonal communications, and to the development of identity and selfhood. In a recent book called THE UNCOMMITTED, Kenneth Keniston starts his first chapter with the following words: "Our age inspires scant enthusiasm. In the industrial West, and increasingly now in the uncommitted nations, ardor is lacking, instead men talk of their growing distance from each other, from their social order, from their work and play, and from the values and heroes which in a perhaps romanticized past seem to have given order, meaning, and coherence to their lives." (17-3) And the subjects of Keniston's study are some very bright, young men in one of the most selective colleges in the country. Keniston describes with almost cruel objectivity the alienation from themselves and from their culture, and rejection of both, by these bright, young men who despite their honesty of search have failed to find a worthy purpose in life for identification and for wholehearted commitment.
Maslow told us some time ago (19) that serious as the problems of psychoses and neuroses are in our day, the more serious and menacing problem is the valuelessness of large numbers of people adrift in our society today. I still have in my possession in Doggett's handwriting a plea to Springfield students: "Find out the problem of your generation, and with God's guidance help solve it."
There is general agreement among religious leaders, psychologists and other concerned scientists that commitment to a meaningful purpose or goal in life re-centers life, gives it coherence, vigor, and direction. And there is general agreement also that knowledge alone is not sufficient to bring this about. Somehow the affective and conative aspects of the human mind must converge with the cognitive. But the conditions for this convergence remain yet largely unknown. Thanks to psychological studies in the last forty years (see especially the works of Hartshorne and May) (15), we know that preachment and admonition or even the faultless memory of the Ten Commandments do not guarantee ethical behavior. We know that the ordinary methods of teaching, whether in the Sunday School or the College classes are not sufficient antidotes to rejection, cruelty, hostility, dishonesty, or even crime, let alone the development of enthusiastic commitment to love, charity, and compassion towards the fellowman. The methods or conditions for the development of character and commitment now being recommended by psychologists and educational theorists are: clarification, confrontation, self-examination in an unthreatened atmosphere, unconditional love, the teacher or therapist being himself a genuine person, and so forth. The effective methods seem to be not so much teaching in the old didactic sense, but the creation of an atmosphere of expectancy, or climate of acceptance, an undefensive joint search for values that matter. In the character aspect of human development, the criteria of evaluation are predominantly internal, not external. The tests, and examinations, and grades are irrelevant. New and different methods of assessment, or rather, self-assessment of progress or attainment should be devised. In the wholistic philosophy of Springfield College, character development has been and must continue to be, as the spirit lateral of the triangle indicates, a necessary part of its educational program. Indeed, it would seem to me that Springfield, because of its heritage, has a special obligation and opportunity to study and perhaps to devise through research, those conditions and methods which are effective in value formulation, reorganization, and commitment. No greater service can this institution render to its students and its society. Doggett's "great adventure in higher education" had, it seems to me, this same connotation.
c. Constitution - This word was suggested to me by Dr. Marlene Adrian. At first, I rejected it as too narrow to encompass the ideas I had regarding the body lateral of the triangle. I have considered other words, but I have found no satisfactory substitute. I will, however, re-define and enlarge the meaning of "Constitution." To start with, I want to say that the words "body" or "physical" have in the western culture an altogether unnecessary, and in fact damaging, devaluative connotation. It is said that in the Third Century A. D. the pagan philosopher, Plotinus, who resuscitated Plato and exercised tremendous influence on St. Augustine (and this latter on Christian philosophy for over a thousand years), "blushed because he had a body." (20) This denigration of the body, which originated in the oriental asceticism, and was later superimposed on the Greek ideal coming from the Golden Age in Athens, has created mischief in the Western thought for two thousand years and we have by no means buried it entirely. Even today, the word "physical" carries with it an unconscious apology. It is to the credit of Springfield College that it made physical education a part of the collegiate curriculum and led the way even to the doctorate in this professional field (Gulick and later McCurdy played a major role in the professionalization of physical education). However, we still need to revive and re-establish in our minds, and in the minds of the general public, the unconditional values of beauty, harmony, graceful movement, strength, endurance, explosive power of the human body. There is no shame, no apology, for the development of a healthy, beautiful, strong and efficient body. Sir C. M. Bowra in his The Greek Experience speaks of Achilles, as the authentic hero of Greece who, "is not only the strongest and swiftest of warriors but the most beautiful man, who completes his other excellences by eloquence, courtesy, generosity and counsel." (8)
Secondly, the body or constitution idea has suffered from a limited concept of a bio- physiologically oriented motivational theory. The primary motivation has been seen as a lack of chemical elements in the tissue or release from accumulated tissue tension. This concept, both in Freudian psychoanalysis as well as in behavioristic psychology has tended to tether human personality to its biological past and its deficiency needs, rather than visualize it in terms of its activity, exploration, mastery or growth needs. The latter view, now strongly developing among organismic wholistic psychologists and personologists, such as Murray, Maslow, Goldstein, Allport, Rogers, Berlyne and others pictures human original endowment as much richer and multiform. (6) In this theory, activity, exercise, exploration, curiosity, and especially play and recreation, are no longer secondary or adjunct, but primary and dominant motivations. (25) Here the physical can hardly be disengaged from psychological, and separate evaluations evanesce into thin air.
If we therefore understand constitution in terms of this wider endowment and potentiality and divest it from any theological denigration, we can see the full legitimacy of the third lateral of the triangle. In fact, there is every reason to make it the first, for without the organic health or wholeness the full development of mind and spirit become unrealistic and fictional.
2. The Circle - In the minds of many, the triangle is only detail, or logical adumbration, which while it elucidates, may also, unless interpreted correctly as its inventor intended (see Gulick's earlier citation) distort the true reality of wholeness represented by the circle. Human personality is wholistic in its origin, development, and final attainment. It is unprecedented, unrepeatable and unique for each person. The goal of education then is to create the kind of conditions and climate where each organism develops into a person, each person actualizes as fully as possible the potential that is within him and relates himself in some, to him, meaningful way to his society in service orientation. And we hardly know the limits of human potentiality. But there is every indication that these limits defy imagination, and that we are merely at the beginning in our capacity to systematically develop and actualize them.
As parents, teachers, and educators, we are cultivators, husbandmen, and tenders of human growth. Robert W. White describes it neatly in the final paragraph of his recent book -- LIVES IN PROGRESS: "The nurturing of growth requires the patience of the gardener rather than the hasty intervention of the mechanic. It requires waiting for impulse to declare itself, for interest to appear, for initiative to come forth. It calls for a tolerant attitude toward individuality, respect for the unique pattern that unfolds in every case. It demands confidence, that in the long run, individuality will be an asset, not a handicap, and that it will lead both to a happier life and to a better world than if the goal had been set at conformity, pleasantness, marketability, or a pattern that is merely the empty logical opposite of mental and emotional disorder. When the fast technological march of our civilization is encouraging us all to think like mechanics, it is particularly important to preserve where it is still needed the long patience of the husbandman." (25-410) D. Two Final Comments Will you please permit me to make two final comments before I terminate this paper.
1. Irrespective of our title, rank, position in teaching or administration, departmental or divisional affiliation, our common task is ministering to the optimum and the total development of each student who is in our class or comes in contact with us in extra-class relationships. Each one of us will act in terms of his own lights, capacities, and inclinations; we cannot all be alike, we are unique personalities ourselves. Some of us will be more tender-minded, others more hard-headed; some of us will pay more attention in our teaching to facts and skill, others to attitudes and values; some of us by training are specialists in one area, others in other areas. But in addition to being specialists, I hope, we can see ourselves also as generalists, as people with a common faith in man and his becoming, as educators within an inclusive educational philosophy of Humanics - not as the only philosophy of education, but one on which we take our stand or can identify with. (23)
There are many more things that unite us than separate us. Let us minimize and eliminate those things which isolate or separate us, let us maximize those things which unite and bring us together.
2. As the Distinguished Springfield Professor of Humanics, I have presented my interpretation of the Humanics philosophy. I make no claim that this is the only correct interpretation - far from it. My purpose in presenting this interpretation is to stimulate thinking, encourage communication, and invite discussion to produce an even better interpretation than the one I have given. The meaning of Humanics cannot stay static, it must change as we learn more of the nature and potentialities of man and society. I believe that in the Humanics heritage of this College there is a worthy concept of education, a deliberate object of identification, and a challenging idea to be tested out in action. The concept should be constantly revived, revised, or re-created as it becomes necessary. In the final analysis, Humanics is what the trustees, incorporators, administration, faculty, and students of Springfield College make it to be. BIBLIOGRAPHY
1. Arsenian, Seth,
THE CONCEPT OF HUMANICS AT SPRINGFIELD COLLEGE. Paper presented to the faculty of Springfield College January, 1959
2. Arsenian, Seth,
GRADUATE EDUCATION AT SPRINGFIELD COLLEGE, Springfield College Bulletin, February, 1962
3. Arsenian, Seth,
Science and Humanics, in Springfield College studies, January, 1966
4. Arsenian, Seth,
Change. in Evaluative Attitudes During Four Years of College, Journal of Applied Psychology, 1943
5. Berelson, Bernard,
Graduate Education in the United States, McGraw-Hill, New York, 1960.
6. Berlyne, David, E.,
Curiosity and Exploration, Science, July, 1966.
7. Bratton, Fred C.,
Springfield's 75 Year Heritage, Springfield College Bulletin, November, 1960.
8. Bowra, C.M.,
The Greek Experience, World Publishing Co. Cleveland, Ohio, 1958.
9. Cassidy, Rosalind,
The Cultural Definition of Physical Education, Quest, April, 1965
10. Collins, T. Wharton,
Humanics, D, Appleton & Company, N .Y., 1960
11. Doggett, Lawrence L.,
Man and A School, Association Press, N .Y., 1943.
12. Frankl, Viktor, E.,
The Doctor and the Soul, Knopf, New York, 1960.
13. Gulick, Luther H.,
Paper presented before the 28th International Convention of YMCA, Philadelphia, May, 1889.
14. Hall, Lawrence K.
Doggett of Springfield, Springfield College, Springfield, Massachusetts, 1964.
15. Hartshorne, H.,
___May, M.A.,
Volumes I, II, and III. Reports of the Character Education Inquiry. MacMillan, New York, 1930.
16. Jacob, Philip,
Changing Values in College, Harper t Brothers, New York, 1957.
17. Keniston, Kenneth,
The Uncommitted, Harcourt, Brace & World, Inc. New York, 1960.
18. Lynd, Robert S.,
Knowledge for What? Princeton University Press, Princeton, New Jersey, 1946.
19. Maslow, A.H.,
Toward a Psychology of Being, Van Nostrand Company, New York, 1961.
20. McIntosh, Peter C.,
Means and Ends in a State of Leisure Quest, April, 1965.
21. Merriam, Thornton, W.,
In Quest of the Sprinqfield Spirit, Stepping-Up Day, 1960.
22.
National Council Bulletin, YMCA, August-September, 1964.
23. O'Connor, John J.,
A Case for the Bachelor of Humanics, Springfield College Bulletin, May, 1965.
24. Van Dalen, D.B., et al.,
A World History of Physical Education, Prentice-Hall, Inc. New York, 1953.
25. White, Robert W.,
Lives in Progress, 2nd Ed., Holt, Rinehart and Winston, New York, 1966

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